�

Kentaro TAI1, Kenya KUMAGAI1 　 　 　 　 　 　 　Toshiyuki MIYARA1, Sanghoon KIM1, Namika MOTOSHIMA1

Tatsuo YAGI2, Tetsuya MIZUNO3 �

The 10th International Camping Congress in Antalya, Turkey �October 23rd to 27th, 2014

1:Nagasaki International University 　�

2:Seiwa University ，3:Tokyo Medical and Dental University

Effects of Outdoor Programs 　 　　 � on Mental Fitness of College Students

Background  ¤ Nagasaki International University（NIU）have founded in 2000.�

¤ Founding Principles ：Respect for humanity is the founding principle from which we strive for better human relations and hospitality. Also, through our educational and research endeavors we wish to contribute to a society that values health and culture.�

¤ 3 faculties ,4 departments�

¤ “Outdoor sports camp”,”Snow sports camp ” as liberal arts program have been started since 2001.�

¤ “Marine Sports camp Ⅰ・Ⅱ・Ⅲ” have been started as sports course subject. �

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Purpose　The purpose of this study was to examine effects of outdoor programs on mental fitness of college students. �

 　We examined the effects of ‘outdoor sports camp’, ‘marine sports camp’, and ‘snow sports camp’, which were carried out as physical education programs for college students at Nagasaki International University. � 2

Programs ¤  Outdoor Sports（n=24, 19.1±0.9 yrs）�¤ Sep.12-16.2011 five days and four nights�¤ Ozu city,Ehime.�

¤ Marine Sports（n=39, 19.9±1.4 yrs）�¤ Aug.20-22.2012 three days and two nights�¤ Naha city,Okinawa.�

¤ Ski＆Snowbords（n=28, 19.7±0.9 yrs）�¤ Feb.14-18.2013 five days and four nights�

¤ Rusutsu village，Hokkaido.�

Program –Outdoor Sports–

¤ Outdoor cooking�¤ Climbing�¤ Kayak −river kayak�¤ Kayak – sea kayak�¤ Candle Fire�¤ Craft Works�¤ Cooking –Udon :Japanese noodle�

Program –Outdoor Sports–

Program –Outdoor Sports–　　　　Outdoor cooking

Program –Outdoor Sports–Climbing

Program –Outdoor Sports–River kayak

Program –Outdoor Sports–Sea kayak

Program    –Outdoor  Sports–Craft  work

Program    –Outdoor  Sports–Candle  Fire

Program    –Outdoor  Sports–Cooking  （Udon-‐‑‒Japanese  noodle）

Program −Marine Sportsー

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¤ Scuba Diving�Program –Marine Sports–

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Program −Snow Sports−

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¤ Ski�¤ SnowBoard�

Program –Snow Sports–

Mental Fitness Scale ¤ POMS:

Profile of Mood States�¤ Tension-Anxiety�¤ Depression-Dejection�¤ Anger-Hostility�¤ Vigor�¤ Fatigue�¤ Confusion�

¤ STAI-JYZ: State-Trait Anxiety Inventory�

¤ State Anxiety �¤ Trait Anxiety �

¤ SOC: Sense of Coherence�

¤ Meaningfulness �¤ Comprehensibility�¤ Manageability� 17

Data  AnalysisTo detect the differences among 3programs [Outdoor , Marine, Snow], a two-way repeated-measures ANOVA（Analysis of Variance）was used．When the difference was significant, a post hoc-test was performed using Fisher’s PLSD．The p value of less than 5%( p<0.05) was accepted as significant. �

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Ethical  considerations¤  We explained investigation contents and

got all member’s consent to cooperation.

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 　  　 Outdoor sports� Marine sports� Snow sports� ANOVA�

Variables� n=24� n=39� n=28� F� p�

POMS� pre� post� pre� post� pre� post�

Tension� 5.9 ± 3.4� 4.0 ± 2.1� 6.3 ± 4.4� 4.8 ± 4.4� 5.5 ± 4.4� 5.1 ± 4.6�

Δ�-1.9 ± 3.2� Δ� -1.5 ± 2.9� ** Δ� -0.4 ± 4.5� 1.36� n.s.�

Depression� 4.9 ± 3.6� 3.4 ± 2.7� 5.9 ± 4.2� 4.4 ± 4.3� 3.6 ± 3.1� 3.5 ± 4.0�

Δ� -1.5 ± 4.7� Δ� -1.5 ± 3.2� ** Δ� -0.1 ± 3.1� 1.42� n.s.�

Anger� 4.5 ± 2.8� 4.3 ± 3.3� 4.8 ± 4.3� 2.7 ± 3.1� 3.2 ± 3.5� 3.3 ± 3.8�

Δ�-0.3 ± 4.3� Δ� -2.0 ± 3.2� ** Δ� 0.1 ± 3.7� ¶� 3.29� p<0.05�

Vigor� 9.8 ± 5.0� 10.7 ± 4.8� 10.8 ± 4.1� 11.0 ± 3.8� 9.8 ± 4.5� 13.0 ± 4.7�

Δ� 0.8 ± 4.1� Δ� 0.3 ± 4.5� Δ� 3.2 ± 6.1� ** 3.09� n.s.�

Fatigue� 7.6 ± 3.0� 8.7 ± 3.7� 7.7 ± 4.7� 6.8 ± 5.0� 5.9 ± 5.2� 8.8 ± 4.7�

Δ� 1.1 ± 4.4� Δ� -1.0 ± 3.1� Δ� 2.9 ± 5.8�*¶� 6.38� p<0.01�

Confusion� 6.4 ± 2.6� 5.2 ± 2.8� 8.1 ± 4.1� 5.9 ± 3.0� 5.5 ± 2.9� 5.3 ± 3.3�

Δ�-1.2 ± 3.3� Δ� -2.1 ± 2.8� ** Δ� -0.1 ± 2.9� ¶� 3.70� p<0.01�

Result Table1

Result  Figures  ：POMS  score

**

** **: p<.01; *:p<.05 *

0.40

0.60

0.80

1.00

1.20

1.40

1.60

1.80

All program pre Tension Depression Anger Vigor Fatigue Confusion

Outdoor sports

Marine sports

Snow sports

** **

**

**

**

*

*

*

*

**: p<.01; *:p<.05

Result  Figures  POMS  score 　­−Marine  sports­−

0.40

0.60

0.80

1.00

1.20

pre test Tension Depression Anger Vigor Fatigue Confusion

**: p<.01

**

** ** **

Result Table2

**: p<.01　

 　  　 Outdoor sports� Marine sports� Snow sports� ANOVA�

Variables� n=24� n=39� n=28� F� p�

STAI� pre� post� pre� post� pre� post�

State anxiety� 42.9 ± 9.7� 38.2 ± 8.7� 39.8 ± 10.6� 37.3 ± 11.1� 39.7 ± 9.1� 32.4 ± 9.7�

Δ� -4.7 ± 7.0� ** Δ� -2.5 ± 11.0� Δ� -7.3 ± 9.8� ** 2.04� n.s.�

Trait anxiety� 45.0 ± 8.9� 42.5 ± 8.6� 44.8 ± 9.8� 42.8 ± 9.5� 42.9 ± 10.7� 39.7 ± 10.4�

Δ� -2.5 ± 4.6�** Δ� -1.9 ± 7.1� Δ� -3.2 ± 10.6� 0.21� n.s.�

0.70

0.80

0.90

1.00

1.10

1.20

All program pre State anxiety Trait anxiety

Outdoor sports

Marine sports

Snow sports

Result  Figures  ：STAI  score**: p<.01

** ** **

*: p<.05　 Result Table3

 　  　 Outdoor sports� Marine sports� Snow sports� ANOVA�

Variables� n=24� n=39� n=28� F� p�

SOC� pre� post� pre� post� pre� post�

SOC total� 55.5 ± 8.4� 56.8 ± 9.0� 54.2 ± 11.5� 55.4 ± 10.4� 57.1 ± 10.5� 59.3 ± 11.4�

Δ� 1.4 ± 6.9� Δ� 1.2 ± 8.0� Δ� 2.3 ± 4.9� * 0.19� n.s.�

meaningfulness� 19.3 ± 3.7� 19.8 ± 4.3� 19.2 ± 4.2� 18.9 ± 4.2� 20.5 ± 3.5� 21.1 ± 3.3�

Δ� 0.5 ± 3.6� Δ� -0.3 ± 4.0� Δ� 0.5 ± 2.0� 0.69� n.s.�

comprehensibility� 20.1 ± 4.2� 20.6 ± 4.3� 18.9 ± 4.9� 20.1 ± 5.0� 20.4 ± 5.5� 21.1 ± 5.9�

Δ� 0.5 ± 2.5� Δ� 1.2 ± 3.2� * Δ� 0.7 ± 2.5� 0.48� n.s.�

manageability� 16.1 ± 3.6� 16.4 ±3.1� 16.1 ± 4.2� 16.4 ± 3.1� 16.2 ± 3.7� 17.2 ± 4.2�

Δ� 0.3 ± 3.6� Δ� 0.3 ± 3.5� Δ� 1.0 ± 2.9� 0.40� n.s.�

0.95

0.97

0.99

1.01

1.03

1.05

1.07

1.09

All program pre SOC total meaningfulness comprehensibility manageability

Outdoor sports

Marine sports

Snow sports

Result：SOC  score

*

**: p<.01; *:p<.05

* *

Conclusion

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The effects can be summarized as follows:1.  Effects of ‘outdoor sports camp’ STAI-JYZ scores for ‘state anxiety’ and ‘trait anxiety’ decreased significantly after the program (p<0.01).2.  Effects of ‘marine sports camp’ POMS scores for ‘tension’, ‘depression’, ‘anger’, and ‘confusion’ decreased significantly after the program (p<0.01). SOC score for ‘comprehensibility’ increased significantly after the program (p<0.05).3.  Effects of ‘snow sports camp’ POMS scores for ‘vigor’ (p<0.01) and ‘fatigue’ (p<0.05) increased significantly after the program. STAI-JYZ scores for ‘state anxiety’ decreased significantly after the program (p<0.01). SOC score for ‘SOC total’ increased significantly after the program (p<0.05).4.  Differences between the three programs       Variations for ‘anger’ and ‘confusion’ were significantly large within ‘marine sports camp’ compared with these of ‘snow sports camp’ (p<0.05). Variation for ‘fatigue’ was significantly large within ‘snow sports camp’ compared with that of ‘marine sports camp’ (p<0.05).�The results of this study suggest that participation in outdoor program including variety of activity programs improves mental fitness of college students．Moreover, the effects seem to be different among the programs.

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 　Thank you for your kind attention!

Acknowledgments

p We would like to thank students in Nagasaki International University.�

p This work was supported by Research Grant in department of international tourism in NIU（2012-2014）.

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Conclusion

u The remaining issue are�p diachronic studies of outdoor programs�p comparison between outdoor programs and regular

fitness program in college�p sustained effects of outdoor programs�

�Considering the changing times, there is a need to nurture Japanese people who now live in a new age．We will develop programs to improve the ability to lead on the best solutions for “unanswerable problems” in any environment - in based on healthy body and soul - . �

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¤ The Context of Educational Reform in Japan�¤ In the midst of rapid change around the world with the

advance of globalization, Japan finds itself in an extremely critical situation where the country is faced with serious issues such as the hollowing-out of industry, and the decrease in the working-age population, a situation that came to the fore and gathered momentum when the Great East Japan Earthquake struck. �

¤ We may well say that these developments raise major questions about the way people live and the state of a society that is premised on the material affluence of the past.�

¤ This is confidence in Japanese education has been shaken, leaving the country to confront several major problems.�

¤ With this situation in mind, the Second Basic Plan for the Promotion of Education in Japan was endorsed by the Cabinet on June 14 in 2013 .

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Background 　    ­−Educational  Problem  in  Japan­−  

The Second Basic Plan for the Promotion of Education �

¤ The Second Basic Plan perceives the nature of education from ‘Develop social competencies for survival ’ which is the one of four perspectives. �

¤ Develop social competencies for survival �¤ Amid drastic change in society, the social competencies for

survival on their own initiative in order to achieve independence and collaboration.�

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Background